Prevention Science最新文献

Group preventative parent training programs (PPTPs) have been used successfully to improve outcomes for families living in poverty in settings such as Head Start. Nevertheless, such programs face significant enrollment and engagement challenges. Given that research on factors related to parent preferences for group PPTP participation is limited, the purpose of the current study is to examine what types of programs are most preferred by a combined sample of English and Spanish speaking Head Start parents, and to translate program modeling of parent preferences into feasible programming options. The current study relies on conjoint analysis, a technique derived from market research, to learn more about how Head Start parents leverage attributes of a parenting program when making hypothetical participation decisions. Based on a discrete choice experiment with 234 urban, Early Head Start and Head Start parents, findings indicate that parents prioritize program attributes that target strong improvements for their children on desired outcomes, such as academics and friendship skills, while also offering incentives for participation. Simulations indicated that 77.6% of parents preferred an Optimizing Outcomes Program, while 22.4% preferred a Foundational Needs Program. Finally, results indicate that child prosocial or difficult behavior and parent depression risk are associated with specific program preferences. Parents with fewer resources prefer programs that are more foundational and realistic to target more modest gains. Implications are discussed in terms of program modeling and offering programs tailored to preferences.

Alcohol and cannabis are the two most commonly used substances in young adulthood. Prior evidence shows that while risky alcohol use peaks in the mid-20 s and decreases by the end of young adulthood (i.e., "maturing out"), cannabis use prevalence decreases gradually across young adulthood. As the landscape of cannabis legalization in the USA evolves, it is critical to assess changes in young adult patterns of use. This study examined developmental patterns of young adult cannabis and alcohol use in Washington State (WA). Annual repeated cross-sectional survey data from 2015 to 2022 were collected from 15,371 young adults 18-25 living in WA. Logistic regression models examined changes in alcohol (any past month use, frequent use, heavy episodic drinking [HED]) and cannabis (any past month use, frequent use) by developmental age and birth cohort. Cannabis use prevalence was higher at age 21-22 compared to age 18-20, a departure from prior studies. In more recent birth cohorts, prevalence among 23-25-year-olds was lower than among 21-22-year-olds, suggesting an emerging pattern of maturing out. Additionally, there was a significant moderation of developmental patterns of risky (HED and frequent) alcohol use by birth cohort. As cannabis legalization continues to evolve, it is critical for programs to prioritize early prevention prior to and at age 21 to mitigate and prevent associated adverse health outcomes of cannabis use. Continued surveillance including older age groups is needed to characterize changing developmental patterns of young adult cannabis use.

Cogent indicated prevention with young children at risk for early onset conduct problems needs to address multiple domains of influence in school and home settings. A multicontextual preventive intervention (MPI) spanning grades one and two was conducted in schools serving economically disadvantaged communities and evaluated separately for boys and girls. The cluster randomized design evaluated children nested within schools receiving either the MPI (6 schools), which consisted of after-school reading-mentoring, home-based family, peer coping-skills, and classroom components, or a control condition (6 schools) involving a school-wide conflict management program without targeted intervention. Drawn at the end of kindergarten based on elevated behavioral difficulties and first-grade attendance at one of the 12 schools, the two subsamples consisted of 193 boys and 171 girls (63% in households with annual income < $15,000; 95% Black children). Extensive fidelity data indicated that the MPI components were well implemented. The two post-intervention third-grade outcomes in this report are academic performance and social/behavioral adjustment. The analyses involved a linear mixed effects model controlling for school. The key finding for the male subsample was that the MPI produced greater overall and language-arts/reading achievement, measured by report cards for the entire third-grade school year, compared with the control group. MPI-control differences did not emerge for externalizing problems and social competence assessed via teacher and parent report. In the face of elevated risk and poverty, the study underscored the importance of contributions from community-based reading-mentors, positive and inclusive classrooms, and nurturing family contexts in achieving academic gains.

Recent work indicates clinically meaningful differences in domains of psychopathic personality - such as grandiose-manipulative (GM), callous-unemotional (CU), and daring-impulsive (DI) traits - and parenting factors. Yet, different domains of parenting and reports from multiple informants may vary in their associations to psychopathic traits. This study examined psychopathic traits and their links with parental monitoring behaviors, parental knowledge, and adolescent disclosure. Further, we evaluated whether adolescents' self-reported resting arousal moderated these associations. A mixed clinic-referred/community sample of 134 adolescent-parent dyads (M_age = 14.49; SD = 0.50; 66.4% female) completed multi-dimensional measures of psychopathy, parental monitoring behaviors, parental knowledge, and adolescent disclosure; adolescents also self-reported on their resting arousal. Results indicated links between: (a) increased parent-reported GM traits and decreased parent-reported parental knowledge, and (b) increased parent-reported DI traits and lower parent-reported monitoring behaviors, which were attenuated at high levels of adolescent-reported resting arousal. Associations between elevated dimensions of psychopathic traits and lower levels of parental monitoring behaviors, parental knowledge, and adolescent disclosure were most consistent within-informants, with some cross-informant associations identified for links between elevated GM and DI and lower levels of parental monitoring behaviors and parental knowledge. These findings have important implications for our understanding of how to assess and prevent psychopathy and associated externalizing problems, and suggest that targeting modifiable environmental and psychophysiological factors may be particularly important.

Coping Power (CP) is an empirically supported school-based intervention for children at risk for aggression. A child's social status with peers and the extent to which they accurately perceive it are important aspects of preadolescent social development that may influence how intervention format affects disruptive behavior outcomes. Further, reactive (RA) and proactive (PA) functional subtypes of aggression have differential relations with peer acceptance. This study is the first to test whether the effects of group (GCP) and individual (ICP) format of CP on RA and PA differed based on children's actual social status (aim 1) and whether they over- or underestimated their acceptance relative to their actual social status (perceptual accuracy; aim 2). This study involved secondary data analyses using a large-scale randomized controlled trial that assigned 360 children ages 9 to 11 (M = 9.74, SD = .62), predominantly male (n = 234, 65%), and Black (n = 273, 75.8%), with elevated levels of aggression to either ICP or GCP condition. Polynomial regression analyses and three-dimensional response surface plots tested and probed significant (p < .05) interactions between either actual acceptance or perceptual accuracy and intervention format on postintervention reactive and proactive aggression. Actual acceptance moderated the effects of GCP on RA, such that those with higher acceptance showed smaller reductions in RA from either preintervention or postintervention to follow-up. Perceptual accuracy also moderated the effects of ICP on PA, with those underestimating their acceptance showing smaller decreases in PA from postintervention to follow-up. These findings provide valuable insights into how children's actual peer acceptance and perceptual accuracy influence CP outcomes for different functional subtypes of aggression based on intervention format, raising important questions about potential mechanisms.

Online parenting programs to support parents of children with behavioral problems and emotional problems have become widely available in recent years. Research has consistently shown their positive effects on child development, parents' adaptive parenting practices, and parents' mental health. However, knowledge is lacking on which type of content is more suitable to be delivered online. Our work addresses this knowledge gap by conducting traditional and network meta-analyses to improve our understanding of (1) how effective online parenting programs are to improve children's behavior and emotional problems, and (2) what clusters of components are most likely to yield the strongest effects. Following the PROSPERO preregistration, we systematically searched PsycINFO, MEDLINE, Web of Science, and Cochrane. Of the 8292 records retrieved, 28 records on 27 randomized controlled trials (N = 5,312) met the inclusion criteria. Results show moderate effect sizes of online parenting programs on reduced child behavioral and emotional problems, parents' ineffective parenting practices, and parents' mental health problems. Online programs adopting a learning theory perspective, either with or without additional parental self-care and parents as therapist approaches, are most likely to yield the strongest effects on child behavioral problems. Online programs adopting a learning theory perspective, parental self-care and parents as therapist approaches, with or without additional relationship perspectives, are most likely to yield the strongest effects on child emotional problems. Online parenting programs seem promising tools for improving child behavioral and emotional problems. Future research should identify the circumstances that allow parents and children to benefit more from specific components in these programs.

Early preventive interventions can improve outcomes in childhood, but the most effective interventions can continue to deliver benefits through the life course. The Fast Track intervention, a randomized controlled trial for children at risk of conduct problems, has lowered psychopathology, substance use problems, and criminality and elevated happiness at age 25. However, research has not studied whether the intervention's effects continue further into established adulthood. In addition, little is known about the mechanisms through which the intervention may affect adult outcomes. We attempted to answer both questions by simultaneously estimating the intervention's direct effect on adult outcomes at age 31 and the intervention's indirect effects on those outcomes via interpersonal, intrapersonal, and academic competencies gained through the intervention. Participants included the Fast Track intervention (n = 445; 72.4% male) and high-risk control samples (n = 446; 66.4% male). Direct and total effects of random assignment to Fast Track on age 31 outcomes were not significant. However, our analyses showed that Fast Track's improvements to interpersonal and intrapersonal skills in childhood served as catalysts for better life outcomes at age 31. Higher interpersonal skills led to fewer externalizing, internalizing, and substance use problems, reduced criminality and sexual partners, in addition to increased general health and full-time employment. Improved intrapersonal skills led to greater strength. There were no significant indirect pathways via academic skills. Our findings inform understanding of how a childhood preventive intervention can improve adjustment and behaviors into established adulthood.

In this article, I begin with a discussion about how the treatment of child conduct problems plays a role in their prevention. I then summarize three broad foci of my research career. Next, I describe those research activities in the broader context of my own life-course development. I first present an autobiographical account of how I became interested in prevention research on children's conduct problems and how these research interests developed at different stages of my career. I then describe several recurring themes that have characterized my career broadly. My hope in adopting this approach is that mid-career and senior researchers will identify with some of the events that facilitated my own development as a prevention scientist. I especially hope that early-career researchers (as well as graduate students and postdoctoral fellows) will see that developing a career path as a prevention scientist is often a nonlinear series of events, some of which are serendipitous, and many of which represent significant "turning points" (Rutter, 1996) in one's career and life. I reflect on the bidirectional and iterative nature of much of my research. I also stress the importance of mentorship (both as a mentee and as a mentor) and collaboration in the development and direction of my own research career.

This issue of Prevention Science, focused on studies influenced by and reflective of the contributions of Robert McMahon, contains a diverse set of studies focused across multiple important areas of our field. This commentary focuses on that breadth and diversity of contributions as the core of McMahon's role in prevention science. Several specific examples of such impact integrating knowledge across clinical child psychology, developmental psychopathology, and prevention studies are described, and the linkages to articles in this volume noted. Also, noteworthy is the extension of McMahon's influence through collegial and collaborative efforts by convening and facilitating scientific exchange. He has provided a connective enhancement to our field that has benefitted many and continues to influence towards excellence.